Desegregation Without Integration
The Supreme Court's decision in the 1954 case Brown v. Board of Education was supposed to eliminate school segregation. Brown promised more than desegregation; the decision also promised integration. More than five decades after the decision, however, black students and white students throughout much of the United States still experience separate and unequal schooling. Black-white racial segregation in public schools produced through tracking (and through gifted and magnet programs) remains a problem. Americans simply assume that academic placements reflect students' ability and their (and their parents') choices and attitudes toward school. Linking achievement with whiteness is one consequence of racialized tracking, but there are others that also shape academic achievement and interracial relations. This book takes a look at how institutional practices such as tracking affect black and other students' schooling experiences. Drawing on the narratives and school experiences of some of the more than 200 students studied in twenty-eight schools, it shows how racialized tracking and the messages it conveys affect students' daily life at school, their academic self-perceptions, school-based decisions and actions, and their relationships with peers.
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